高中英语 Unit4 全单元教案必修三

高中英语 Unit4 全单元教案必修三

高中英语 Unit4 全单元教案必修三 篇1

教材整体分析:

1. Welcome to the unit

In this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.

2. Reading

The reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Students will practice identifying these elements.

3. Word power

This section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.

4. Grammar and usage

The grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.

5. Task

This section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.

6. Project

The project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.

7. Self-assessment

This section aims to help students determine the progress they have made.

Period 1. Welcome to the unit

Teaching goals:

Encourage students speak out to practice their oral English .

Arose their interest in learning this unit through activities.

Let them know the importance of senses in daily life.

Teaching important and difficult points:

Help students prepare for their discussion, making sure that they are fully prepared before the lesson.

Teaching Procedures

Step1. Brainstorming

Ask students the following questions:

1. With what do we see and hear?

2. How do we know whether a dish is delicious?

3. How do we know that a flower has a pleasant smell?

4. What do we do when we want to know whether the water in the basin is hot or cold?

5. How do we know about the world around us?

As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.

Step2 Presentation

1.What would happen if you lost one or two of your senses?

A person who cannot see is blind and someone who cannot hear is deaf..

2. Do you know how blind people can read?

(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)

3. How do the deaf communicate with each other?

(They use body language or sign language.)

Step3 Discussion

Look at the four pictures and answer the question below each picture.

1.What can you see in this picture?

2.How would you judge the length of the two lines?

3.How can you prove that the two lines are straight?

4.Can the symbols be read in only one way?

5.Why are people misled by their own eyes?

Step4 Language study

Fill in the blanks with words that have something to do with “senses”:

When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.

Step5 Discussion

1. Read the three questions in the short passage and discuss them in groups of four.

2. Report your answers to the whole class.

Step6 Assignments

1. Preview the reading part, do exercise C1 and C2

2. Preview the reading strategy

Period 2 Reading

Teaching goals:

Improve Ss’ reading ability.

Enable Ss to master some important language points.

Make sure Ss can learn to help each other in their daily life.

Teaching important and difficult points:

Master the use of some language points.

( wish for; reach out ; watch out for; pay back…)

Retell a story with a surprise ending.

Teaching procedures

Step1: Lead-in

Ask students to talk about the climate or the weather in the place where they live:

What’s the weather usually like in spring in Liyang?

Which season do you think is the best? Why?

Do we sometime have foggy days here? When?

How do you feel on a foggy day?

Have you ever lost your way in the fog? What would you do if you got lost in the fog?

Which city has the name of “foggy city”?

Step2: Reading

1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.

2. Ask students to read the passage again and complete partsC1and C2.

3. Ask students to fill in the blanks according to the text.

Step 3: Listening

Listening to the text and read together with it.

Step 4: Reading strategy

1. Guide students to read the Reading strategy for the article and teach them the elements of a story.

2. Give students another story to read and practice identifying the essential elements of a story.

Step 5: Practice

Ask students to complete Parts D and E.

Step 6: Assignments

1. Finish A1 and A2 on page 90 of the Workbook.

2. Retell the story in their own words.

3. Find out the difficult points in the passage.

Period 3 Language study

Teaching goals:

Help students understand fully of the text.

Deal with some difficult sentences and useful language points

Teaching important and difficult points:

mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,

Teaching procedures

Step1 Revision

Retell the story:

Help the students retell the story Fog in their own words. Use the chart to help them:

Outside Polly’s working place-----at the bus stop on the street------ in the Underground train-----at Green Park station------- in Park Street------- at the corner of the street----- in the street near King Street------ at 86 King Street

Step2 Difficult sentences

Read and understand the following sentences, then remember in mind:

1. Once out in the street, she walked quickly towards her usual bus stop.

2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.

3. While the rest of the passengers were getting out, she glanced at the faces around her.

4. The tall man was nowhere to be seen.

5. As she walked along, she heard the sound of footsteps, but by the time she reached the corner of the street, the footsteps were gone.

6. Polly found herself staring up at a man standing with his hand resting on her arm.

Step3 Useful words and phrases

Step 4 Assignment

Finish the learning plan.

Period 4 Word power

Teaching goals:

Make sure students can know the different roles some words can have in different types of sentences.

Enable Ss to master the meanings of some words used to describe different kinds of weather.

Teaching important and difficult points:

Train Ss to guess and understand the meanings of the words according to the context and pictures.

Teaching procedures

Step 1 Revision

Check the homework assigned the day before.

Step2 Brainstorming

Step 2. Brain storming

Write down two sentences on the blackboard:

Once out in the street, she walked quickly towards her usual bus stop.

“Here we are, King Street.” He stopped.

Which word has two meanings and two parts of speech?

How many other words which have more than one part of speech can you think of?

Step 3. Parts of speech

1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe the f=different meanings of it in different parts of speech. Then have them read the instructions for Part A.

2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.

Step 4. Practice

Ask students to complete part B according to the instructions. Then have one or two of them read the short report.

Step5. Describing the weather

1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.

2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.

3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.

4. Ask students to complete the second speech bubble by looking at the three pictures below it.

Step6. Assignments

1. Finish the learning plan exercise

2. Review the grammar and usage--- noun clauses.

Period 5-6 Grammar and usage

Teaching goals:

Make sure the students understand what the noun clauses are.

Ss should know the different use of noun clauses.

Learn to use conjunctions that, if/whether.

Teaching important and difficult points:

Noun clauses can be used as different parts in a sentence.

The use of that in subject clause and the different use of if and whether.

Teaching procedures:

Step1. Introduction to noun clauses

What is noun?

What is the use of noun?

What is noun clause?(by reading some sentences):

1.When we will start is not clear.

2.Mrs Black won’t believe that her son has become a thief.

3. My idea is that we should do it right now.

4.I had no idea that you were her friend.

Step2. Presentation

1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.

1) That he will succeed is certain .

2) Whether he will go there is not known .

3) What he said is not true .

4) Where he hid the money is to be found out .

Have students read the sentence in which it is used as an empty subject:

Who will go makes no difference.

= It makes no difference who will go.

That she was able to come made us very happy.

=It made us happy that she was able to come.

2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.

1) They know that the habit will kill them.

2) He asked how much I paid for the violin.

3) He made it clear to the public that he did an important and necessary job .

4).I find it necessary that we should do the homework.

Ask students to read the two sentences in which it is used as an empty object.

3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.

1)The question is whether we can rely on him.

2)That’s because we were in need of money at that time .

3)He looked as if he was going to cry .

4)That’s why I was late

4.Explain to students what apposition means. Then have the students read Part 4.

Step3 Practice

Ask the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.

Step4 Presentation

Noun clauses beginning with that or if/whether

1.Ask the students to read Part 1, which is about using that to introduce a noun clause.

2. Have students read Part 2, which is about using if or whether to introduce a noun clause.

When do we use if/whether to introduce a noun clause?

When can we only use whether bet not it?

Step5 Practice

Ask students to finish exercises on page11.

Step6 Assignment

1. Finish the exercises in learning plan.

2. Finish C2 on page 92 of the workbook.

Period7---8 Task: Telling a story

Teaching goals:

Make Ss know the sequence of a story.

Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.

Improve Ss’ ability of writing a story by using adjectives and adverbs.

Teaching important and difficult points:

Make sure Ss know the importance of adjectives and adverbs in the story.

Enable Ss to write a story correctly.

Teaching procedures

Step 1 Revision

1. Check homework.

2. Do some exercises to revise the noun clauses.

Step 2 Skills building 1: Plotting a story

1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.

2. Ask students to listen to the conversation and answer the questions in Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.

3. Tell students that they will write the beginning of the story using their answers in Part B.

Skills building 2: identifying different elements of a comic strip

Step3: preparing a story with a surprise ending

1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.

2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.

Skills building 3: using adjectives and adverbs in stories.

Step 4: improving your story

1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.

2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.

Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.

Step5 Homework

1. Ask Ss to write a story.

2. Find out the difficult points in Project.

Period 9 Project: Producing a TV show

Teaching goals:

Do some reading.

Improve Ss’ ability of writing.

Get Ss to cooperate with others.

Teaching important and difficult points:

Know the general idea of the passage.

Make sure Ss know how to write an interesting story.

Teaching procedures

Step1 Reading

1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.

2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.

3. Ask students to do Part B1 and B2 on page 91 of the Workbook either in class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.

4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.

Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.

Step 2 Language points

I. Deal with some language points for Ss to understand the letters better.

II. If Ss still have questions, help to solve them.

Step3 Producing a TV show

Planning

Ask students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animals such as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.

Preparing

Students will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.

Producing

Students each work on a different part of the TV show. When the different parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.

Presenting

Each group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.

Step 4 Assignment

1.Finish the learning plan

2. Prepare for a test.

Period 10 Self-assessment

Teaching goals:

This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.

Teaching procedures:

1. Do a review test to consolidate what Ss have learned in this unit.

高中英语 Unit4 全单元教案必修三 篇2

关键词：高中语文,古代诗歌鉴赏,诗歌教学

人教版高中语文必修三第二单元是唐代诗歌的鉴赏。古代诗歌鉴赏在高中语文教学中占有相当重要的位置，它不仅是高中语文教学的重点和难点，而且是高考的必考题目。在鉴赏古代诗歌时，不仅要求学生具有扎实的基础知识，较高的鉴赏技巧，还要具备一定的人文素养和情感经验，以及理解、分析、评价的综合处理能力。但由于学生文化底蕴薄弱，高考试题中的诗歌鉴赏题得分率一直偏低。自从2002年高考诗歌鉴赏题以主观表述的形式考查学生的诗歌鉴赏能力，这在一定程度上加大了诗歌鉴赏的难度。在古代诗歌教学中，教师如何引导学生提高古代诗歌的鉴赏能力就显得尤为重要。在人教版语文必修三第二单元唐代诗歌的教学中，笔者把诗歌鉴赏与相关高考题考查的模式结合起来，对古代诗歌的鉴赏做了如下探讨。

一、抓诗题，找诗眼，看主旨。

题目是文章的眼睛。鉴赏一首古诗时，首先要注意题目。古诗的题目往往揭示诗歌写作的时间、地点、对象、事件、情感、主旨等。解读诗题既是鉴赏古诗的重要切入点，又是找出诗眼的必要步骤。什么是“诗眼”呢?“诗眼”就是一首诗或某联(句)中最能体现作者思想观点、情感态度，概括生动的、能笼罩全篇、全联(句)的字，或词语，或句子。诗眼往往通过文学作品的具体内容清晰地表达作者的思想情感，体现作品的主旨及表达技巧。可见，解读诗题有利于学生迅速地找出诗眼，进而深入地领会文本。

在学习李白《蜀道难》时，笔者让学生先分析诗题，明确本诗的“诗眼”是“难”字。接着学生逐句赏析，分析诗歌如何围绕“诗眼”展开的。学生经过分析讨论，得出结论：蜀道之“难”，是因为它高(开辟难)、险(攀越难)、战祸之烈(安居难)。它一方面表现出诗人对友人入蜀的担忧，另一方面表明诗人对国事的忧虑与关切。如杜甫《咏怀古迹》(其三)尾联：“千载琵琶作胡语，分明怨恨曲中论”，其中“怨恨”一词，既写王昭君对远嫁大漠的怨恨之情，又写诗人对自己入朝见妒、无辜被贬的怨恨之情。再如杜甫《秋兴八首》(其一)“丛菊两开他日泪，孤舟一系故园心”一句，准确深刻地点明诗歌抒发的是诗人的羁旅之愁，思乡之苦。

诗歌是高度凝练的语言艺术。诗句中最富有表现力，包含着丰富而深刻意蕴的诗眼往往是高考试题考查的对象。在高考试题中，往往以“一词统领全诗型”的模式来考查诗眼在全诗中的作用。如2000年全国卷考查赵师秀《约客》中“闲敲棋子落灯花”的“闲”字;2002年全国卷考查李白《春夜洛城闻笛》中的“折柳”;2003年春季高考中考查王维《过香积寺》第三联两句中的诗眼分别是哪个字;2004年浙江卷考查李白《菩萨蛮》中的“空”字;2005年江苏卷考查中的李益《竹窗闻风寄苗发司空曙》中的“微风”;2007年全国卷二考查王维《新晴野望》第三联上下句中最精炼、传神的分别是哪个字，等等。这些高考试题都是考查诗歌是如何通过诗眼来表达主旨的。只有抓住了诗句中富有感情色彩的诗眼，才能准确地把握诗歌的主旨。

二、抓作者，知背景，明风格。

《孟子·万章下》说：“颂其诗，读其书，不知其人，可乎?是以论其世也，是尚友也。”可见，对古人的作品进行批评和鉴赏时，不仅要了解古人的思想性格和生平遭遇，还要了解作品创作的时代背景(包括时代氛围和社会风俗)和创作目的。同样，古代诗歌的鉴赏也不例外。只有设身处地地揣摩诗人的心境，才能理解诗歌的思想内涵和艺术技巧。

在学习白居易的《琵琶行》时，笔者先给学生介绍白居易的境况，了解白居易因宰相武元衡被杀，上书请求缉捕凶手，而触怒当朝权贵，被贬江州司马的这一写作背景。昔日才华横溢的大诗人，因直言相谏而被贬江州，过着冷落凄凉的寂寞生活。这种自身境况的变化，让诗人与誉满京都、因年老色衰而嫁于商人的琵琶女有着共同的人生体验。学生理解了诗人与琵琶女有着相似的遭遇，对诗人发出的“同是天涯沦落人，相逢何必曾相识”的感叹就很好理解了。再如杜甫的《登高》，诗人在重阳节这天约远亲吴郎饮酒，吴郎未至。杜甫想到时代的艰难，家道的艰辛，个人的多病和壮志未酬，以及好友李白、高适、严武的相继辞世，这些像浓云似的时时压在他的心头。诗人为排遣内心的苦闷，抱病登台，写下了这首七言律诗。学生在了解这些写作背景的同时，再联系到杜甫“沉郁顿挫”的创作风格，就不难理解诗歌表达了诗人长年漂泊、老病孤愁的复杂感情。

在高考试题中，命题所选取的诗歌大都代表了作者的主要创作风格。如陶渊明、王维、孟浩然等人的诗歌多表现远离浊世，向往朴素的田园生活，以及热爱大自然的美好情趣。王昌龄、王之涣、岑参、高适等人的诗歌多描写戍边将士杀敌立功的慷慨激昂，以及捐躯赴国难的悲壮。杜甫、白居易、李绅等人的诗多关心民生疾苦，充满关心、同情的情感。如2010年高考安徽卷杜甫的《岁暮》。苏轼、辛弃疾、陆游、李白、杜甫、刘禹锡等的诗歌，凭吊古迹时常常吊古伤今，或表达对古代英雄人物的仰慕，或表达自己理想不能实现的苦闷，或抒发空有济世之心，却无报国之门的愤慨，或抒发年事已高、功业无成的悲凉。如2008年江苏卷李白《登金陵凤凰台》;2009年四川卷陆游《秋夜将晓出篱门迎凉有感》(其二)。这类诗歌容易出现典故，都借古讽今，表达昔盛今衰的伤感。诗歌都是言志的，作品就是作者的内心的真实写照。如果能注意到诗人的创作风格，这对高考试题的整体把握是有帮助的。

三、抓意象，观意境，悟情感。

古代诗歌优美的意境，离不开真实、鲜明、生动的意象。意象是融入主观情意的客观物象。古代诗歌的意象既可指人物，又可指景物。它往往创造一种情调，营造一种氛围。意象的本质就是融合诗人主观思想和感情的具体可感的艺术形象。意境则是意与境、情与景、心与物的交融与统一。王国维在《人间词话》中说：“一切景语皆情语也。”景物只有融入感情才有生命;感情也只有景物的附丽才有依托。诗歌往往通过化物象为意象，勾勒逼真而鲜明的画面，构成整体性艺术形象，从而形成意境。诗歌的意境能够诱发人们的丰富想象，是打开人们心灵的窗户。在诗歌这种奇幻的意境中，读者必然同作者一同感受，一同联想，一同思考，一同愤怒，一同欢欣。原来不够明确乃至没有认识的生活哲理会得到展示，原来不甚清晰或无法表达的情感能得到抒发，读者必然能够从中得到极大的提高和满足。因此，只有引领学生调动积累，揣摩意象的含义，真实感受诗歌的意境之美，才能深入地理解诗歌内容，体会作者的情感与意图。

如何引导学生在课堂学习中由意象进入意境，进而体会诗歌的情感，这就要求教师在引导学生体会诗歌情感时要达到一定深度，让学生与诗人对话。如杜甫《登高》一诗语言相当精炼。“风急天高猿啸哀，渚清沙白鸟飞回”一句，十四字写出六种景物。在教学中，教师可首先指导学生找出急风、高天、啸猿、清渚、白沙、飞鸟这六种景物。然后引导学生展开想象，思考这些景物为全诗营造了一种怎样的意境?学生通过展开想象，体味诗人所思、所想、所感，从而领悟出全诗的雄浑高远、肃杀凄凉的意境。再如杜甫《秋兴八首》(其一)，学生在弄清全诗大意的基础上，找出全诗的意象：玉露、枫树林、巫山巫峡、江间波浪、塞上风云、丛菊、他日泪、孤舟、寒衣、刀尺、白帝城、暮砧。然后教师借助多媒体，播放与这些意象相关的图片，让学生更直观地理解这些意象，从而理解这些意象所营造的衰败、萧瑟、阴森又风云变化的悲壮意境，进一步把握诗歌的思想感情：抒发了“丛菊两开他日泪，孤舟一系故园心”的羁旅之愁与思乡之苦。

在高考试题中，通过“分析意境型”的模式来考查学生对诗歌主旨的理解。如2002年全国卷李白《春夜洛城闻笛》考查“折柳”，学生只要抓住“折柳”表达的是离别之意，就能分析出诗人是听到“折柳”曲后所引起的思乡之情。2003年春季高考韦应物《闻雁》、《害塘》二首考查“雁”意象。只要抓住“雁”能回巢，而诗人却正远离故乡，就能明确这两首诗所抒发皆为思乡之情。也有些高考题只是单纯考查意象，如2010年江西卷陈与义《送人归京师》考查“子规”意象的含义。其他如2005年江苏卷李益《竹窗闻风寄苗发司空曙》第二小题;2011年新课标全国卷周朴《春日秦国怀古》第一小题，等等。可见，只有抓住意象，分析意境，才能更好地体会诗人的思想感情和诗歌的主旨。

语文教学是一门艺术，古代诗歌的有效教学是一种理念，更是一种价值追求。我们在古代诗歌教学上既要继承前人好的教学方法，同时又要将课堂教学与高考试题考查模式结合起来，争取让学生在每一堂课上都有新的收获，让古代诗歌焕发青春活力。

参考文献

[1]薛金星.十年高考试题全解.语文[M].北京:北京教育出版社, 2003.

[2]任志鸿.十年高考分类解析与应试策略.语文 (学生版) [M].海口:南方出版社, 2006.

[3]人民教育出版社, 课程教材研究所, 中学语文课程教材研究开发中心, 北京大学中文系, 语文教育研究所.普通高中课程标准教科书语文3 (必修) [M].北京:人民教育出版社, 2007.

[4]任志鸿.十年高考分类解析与应试策略.语文 (学生版) [M].海口:南方出版社, 2011.

[5]迟桂凤.浅谈初高中诗词鉴赏之衔接[J].语文天地, 2011, (11) .

高中英语 Unit4 全单元教案必修三 篇3

根据句意和首字母提示,写出句中所缺单词的完全形式。

1. He doesn’t like to be v______, instead, he prefers to solve the problem in peace.

2. On cold winter days, there will be ice onthe s_______of the water.

3. As is known to all, smoking is h_______to our health.

4. The reason why we have to fall to thegr- ound is that there is g_______.

5. The river is so polluted that every day we can see a lot of things f_______on thewater.

6. In the last five years the city has s_______ out rapidly in all directions.

7. That he failed the college entrance exami- nation d_______his parents very much.

8. The robber kicked the door v_______and broke into the old man’s house.

9. Nothing can separate the two, because they have a s_______friendship foundation.

10. With the d_______of our country’s econ-omy, people’s living standard has beengreatly raised.

二、单项填空

从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。

1. There is a warm _______in the party, and everyone seems to be in high spirits.

A. conditionB. position

C. atmosphereD. situation

2. That kind of customs still_______in manyparts of China, which is not a surprise.

A. appears B. exists

C. lives D. lies

3. The woman’s illness_______the doctor;he couldn’t find the cause.

A. surprised B. interested

C. puzzled D. solved

4. She is _______her mother; she is tall whileher mother is very short.

A. unlike B. against

C. beyond D. within

5. The food is harmful_______the customers,so it should get off the shelves.

A. for B. with C. of D. to

6. These_______men were put in prison forattacking Mr. Smith and giving him a goodbeating.

A. gentleB. violent

C. helpful D. generous

7. He forgot to turn on the radio and _______missed the programme.

A. even B. anyway

C. thus D. instead

8. — I’m afraid I can’t pass the final maths examination.

— _______. Things won’t be as bad as

you think.

A. Turn up B. Cheer up

C. Make up D. Hurry up

9. Tom told us a funny story and Mary sang us a folk song. ______, I told them a joke.

A. In turn B. By turns

C. In my turn D. Out of turn

10. The car came to a stop just _______ to prevent an accident.

A. at timesB. on time

C. in no timeD. in time

三、同步语法

从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。

1. _______matters most in learning English is enough practice.

A. What B. WhyC. Where D. Which

2. _______ parents say and do has a life-long effect on their children.

A. ThatB. WhichC. What D. As

3. _______ is our belief that improvements inhealth care will lead to a stronger, moreprosperous economy.

A. AsB. ThatC. This D. It

四、单元话题阅读

In 1901, H. G. Wells, an English writer, wrote a book describing a trip to the moon. When the explorers (探险者) landed on the moon, they discovered that the moon was full of underground cities. They expressed their surprise to the “moon people” they met. In turn, the “moon people” expressed their surprise. “Why,” they asked, “are you traveling to outer space when you don’ t even use your inner space?”

H. G. Wells could only imagine travel to the moon. In 1969, human beings really did land on the moon. People today know that there are no underground cities on the moon. However, the question that the “moon people” asked is still an interesting one. A growing number of scientists are seriously thinking about it.

Underground systems are already in place. Many cities have underground car parks. In some cities, such as Tokyo, Seoul and Montreal, there are large underground shopping areas. The “Chunnel”, a tunnel (隧道) connecting England and France, is now complete.

But what about underground cities? Japan’s Taisei Corporation is designing a network of underground systems, called “Alice Cities.” The designers imagine using surface space for public parks and using underground space for flats, offices, shopping, and so on. A solar dome (太阳能穹顶) would cover the whole city.

Supporters of underground development say that building down rather than building up is a good way to use the earth’s space. The surface, they say, can be used for farms, parks, gardens, and wilderness. H. G. Wells’ “moon people” would agree. Would you?

1. The explorers in H. G. Wells’ story weresurprised to find that the “moon people”_______.

A. knew so much about the earth

B. understood their language

C. lived in so many underground cities

D. were ahead of them in space technology

2. What does the underlined word “it” (para-graph 2) refer to?

A. Discovering the moon’ s inner space.

B. Using the earth’s inner space.

C. Meeting the “moon people” again.

D. Traveling to outer space.

3. What sort of underground systems are al- ready here with us?

A. Offices, shopping areas, power stations.

B. Tunnels, car parks, shopping areas.

C. Gardens, car parks, power stations.

D. Tunnels, gardens, offices.

4. What would be the best title for the text?

A. Alice Cities — cities of the future

B. Space travel with H. G. Wells

C. Enjoy living underground

D. Building down, not up

五、单元话题写作

请根据下面的表格写一篇关于“中国人的飞天梦”的短文。

注意:(1) 词数120左右;

英语必修二unit4教案 篇4

Goal For Knowledge

1. Get the students to learn the useful new words and expressions in bold in this part: ancient, compete, medal, volunteer, Greece, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, swift, motto, take part in, stand f or, as well

2. Let students learn about the basic knowledge on the Olympic Games.

Goal For Ability

1. Develop the students’ reading ability and let them learn different reading skills.

2. Enable the students to learn to talk about the Olympic Games.

Goal On Emotion

1. Arouse the students’ great interest in the Olympic Games.

2. Develop the students’ sense of cooperative learning.

教学重难点

Key Points about the Class

1. Let the students learn more about the basic knowledge on the Olympic Games.

2. Get the students to learn different reading skills.

Difficult Points about the Class

1. Develop the stu dents’ reading ability.

2, Enable the students to learn to tal k about the Olympic Games.

3. Let the students learn to use comparing and contrasting when writing.

教学过程

Process of the Class

Step 1 lead in

1. Introduction

As we know, the ancient Olympic Games took place in Olympia in Greece every four years between 776BC and 339BC. Only men and boys could compete in the ancient Olympic Games. Married women were not even allowed to watch the Games; only young girls, boys and men could watch.

However, in modern times, there are two main sets of Games—the Summer and Winter Olympics, and both are held every four years. Athletes from any country who have reached the agreed standard for their event will be admitted as competitors. Therefore, there are many significant differences between the modern and ancient Olympics, although certain similarities exist.

In this text, Pausanias, an ancient Greek writer, has come on a magical journey to find out more about the ancient and modern Olympics. Has he got what he wants to know? I think you have got the answer. OK. First, let’s do a survey about Olympics.

Reflection:

This part is to introduce the students to the text briefly to make the text easy for them to read.

6. How many main kinds of the Olympic Games are there in the world?

7. What is the motto of the Olympic Games?

8. What is the host city of the first Olympics?

9. What is the host city of the Olympics?

10. What is the host city of the Olympics?

Suggested keys:

1-5 CBCDC

6. Two. They are the Summer Olympic Games and the Winter Olympic Games.

7. Higher, swifter and stronger.

8. Athens, Greece.

9. Athens, Greece.

10. Beijing, China.

Reflection:

This part is to arouse the interests of the students on Olympic Games and get them into the reading slowly.

Step 2 Pre-reading

Ask the students to look at the title of the text and the pictures in it and talk about them.

1) Title—An Interview

An interview is a meeting in which someone is asking another one some questions in order to find out about their actions or opinions.

2) The first picture in the text

The first picture is the statue of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD.

3) The second picture in the text

The second picture is a Chinese athlete named Yang Yang. She won a gold medal for China at the Winter Olympic Games. She is a famous skating player.

4) The third picture in the text

The third picture is the opening ceremony of the Olympic Games. Maybe this is the main stadium. It’s large and can hold thousands of audience. See in the sky the five white rings? They are the Olympic Five Rings which stand for the five continents—Asia, Africa, the Americas, Europe and Oceania.

Reflection:

This step is to help the students make a further understanding of the text.

Step 3 Reading

Comprehending

1 . Reading for the main idea

What does the passage mainly tell about?

Suggested answer:

This text mainly tells about the similarities and the differences between the ancient and modern Olympic Games.

2. Reading for detailed information

Ask the students to read this text carefully to locate detailed information and then choose the best answer.

1) Where do all the competitors live?

A. A hotel. B. A special village. C. A restaurant. D. A place hired by competitors.

2) Why do many countries want to host the Olympic Games?

A. To run faster, jumper higher and throw further. B. To get a great honour.

C. To make the country famous. D. To make money.

3) Which of the following is included in the Winter Olympic Games?

A. Skiing and ice skating. B. Running races. C. Horse riding. D. Swimming.

4) The last Olympic Games were held in _________.

A. Beijing B. Atlanta C. Athens D. Sydney

5) Why does Pausanias think people may be competing for money in the modern Olympic Games?

A. Because the winner can get medals.

B. Because the winner can be awarded lots of money by their own countries.

C. Because the olive wreaths have been replaced by medals.

D. Because medals are made of gold.

Suggested answers: 1)–5) BBACC

Reflection:

This part is to check if the students have truly understood the text.

3. Read the passage carefully and answer the following questions.

1) What amazes Pausanias about the Olympic Games?

2) Why does he think Athens and Beijing should feel proud?

Keys:

1) Pausanias is amazed that many countries take part in the Olympics and women too and there are two sets of Olympics.

2) It’s a great honour to host the Olympics.

Reflection:

This part is to enable the students to have a deep understanding of the text by answering some difficult questions.

Keys:

1. one 2. women; slaves 3. Greece 4. two 5. reached; agreed standard

6. anywhere in the world

Reflection:

This part is to strengthen the key content in the text.

5. Summary writing 归纳写作

Answer these questions in not more than 100 words.

回答下列问题，将答案组成一个段落，不要超过100个单词。

1. Who is Pausanias?

2. Why has Pausanias come to our time?

3. Who tells Pausanias about the Modern Olympic Games?

4. How often are the Modern Olympics held?

5. How many sets of Games are there for the Modern Olympics and what are they?

6. Who can take part in the Modern Olympic Games?

7. How many sports are there in the Modern Olympics?

8. Where do the athletes live during the Olympics?

9. Who wants to host the Modern Olympics and why?

10. What are the mottos of the Olympics?

Keys:

1. Pausanias is a Greek writer about years ago.

2. He has come to our time to find out about the Modern Olympic Games.

3. Li Yan tells him about it.

4. The Modern Olympics are held every four years

5. There are two sets of Games for the Modern Olympics. They are the Summer and the Winter Olympics.

6. Athletes who have reached the agreed standard can take part.

7. There are over 250 sports in the Modern Olympics.

8. The athletes live in a special village during the Olympics.

9. Any country wants to host the Olympic Games because it is a great honour to host it.

10. The mottos of the Olympics are Swifter, Higher, Stronger.

Passage making

Reflection: This exercise is to improve the students’ ability of analyzing and writing.

6. Discuss this question in groups: why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices.

Reasons to host the Olympic Games

1. a great honour

2. great responsibility

3. more buildings will be put up

4. feeling proud for one’s country

5. new sports stadiums will be built

6. more visitors will come

Reasons not to host the Olympic Games

1. too expensive

2. much planning

3. pressure and stress

4. accommodation

5. too many stadiums

6. accidents / attacks

Your ideas

Reflection:

This part is to improve the students’ abilities of summing up and analyzing.

7. An Interview Activity

Let’s invite some of the students to act as Pausanias and Li Yan to make an interview. Ok, who likes to act as Li Yan? And who wants to act as Pausanias? Welcome here. (to the one who acts as Pausanias) Hello, Pausanias, very glad to meet you! Welcome to our time on a long journey from your time! You must be tired, aren’t you? What have you come here for? Why have you been here? Ok, let me introduce my friend, Li Yan, who is a volunteer for the 2008 Olympic Games. (to Li Yan) Li Yan, this is Pausanias, a great Greek writer, who wants to ask you some questions. Pausanias, you can ask Li Yan any questions you like. Go ahead.

Pausanias:

Li Yan:

Reflection: This part is to display the students’ ability of performance.

Step 4 Post-reading (summary of the whole text)

1. Finish the mind map to have a summary of the text.

Keys:

1. Every four years. 2. Two. 3. 250. 4. Anyone who reaches the agreed standard. 5. Any country.

6. Swifter, higher and stronger.

Reflection:

This part is to ask the students to summarize the key content in this class.

2. Fill in the blanks according to the text.

Pausanias and Li Yan are talking about the similarities and 1________(different) between the ancient and modern Olympics. The ancient Olympic Games were first held in Athens, in 2________ only men from Greece had the right/honour 3__________(compete). The champions were awarded olive wreaths as prizes. The modern Olympics 4________(start) in 1896. From then on, athletes from all over the world have come to take part 5________ the Games every four years. There are two sets of Games—the Summer and the Winter Olympics. Anyone who has reached the agreed standard for their event will be 6________(admit) as competitors. There are over 250 events. To host all the competitors, a special village is usually built, with a stadium, a very large swimming pool, a gymnasium as well as seats for those who watch the 7________(game). The winners of the first three places are awarded gold, silver and bronze medals. The motto of the Olympic Games is: 8________(swift), Higher and Stronger.

附：

Text,vocabulary and sentence structure

An Interview

Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th, to find out about the present-day Olympic Games. He is now interviewing LiYan, a volunteer for the 2008Olympic Games.

P: My name is Pausanias. I live in what youcall “Ancient Greece” and I used to write about the Olympic Games a long timeago. I’ve come to your time to findout about the present-day Olympic Games because I know that in 2004 they wereheld in my homeland. May I ask yousome questions about the modern Olympics?

L: Good heavens! Have you really come from solong ago? But of course you can ask any questions you like. What would you liketo know?

P: How often do you hold your Games?

L: Every four years. There are two main setsof Games—the Winter and the Summer Olympics, and both are held every four yearson a regular basis. The WinterOlympics are usually held two years before the Summer Games. Only athletes who have reached the agreedstandard for their event will be admittedas competitors. They may come fromanywhere in the world.

P: Winter Games? How can the runners enjoy competing in winter? And what abouthorses?

L: Oh no! There are no running races or horseriding events. Instead there are competitionslike skiing and ice skating which need snow and ice. That’s why they’re calledthe Winter Olympics. It’s in the Summer Olympics that you have the runningraces, together with swimming, sailing and all the team sports.

P: I see. Earlier you said that athletes areinvited from all over the world. Do you mean the Greek world? Our Greek citiesused to compete against each other just for the honour of winning. No othercountries could join in, nor could slavesor women!

L: Nowadaysany country can take part if their athletes are good enough. There are over 250sports and each one has its own standard. Women are not only allowed, but playa very important role in gymnastics,athletics, team sports and …

P:Please wait a minute! Allthose events, all those countries and even women taking part! Where are all theathletes housed?

L:For each Olympics, aspecial village is built for them to live in, a main reception building,several stadiums for competitions,and a gymnasium as well.

P: That sounds very expensive. Does anyonewant to host the Olympic Games?

L: As a matter of fact, every county wantsthe opportunity. It’s a great responsibilitybut also a great honour to be chosen. There’s as much competition amongcountries to host the Olympics as to win Olympic medals. The 2008 Olympics willbe held in Beijing,China. Did you know that?

P: Oh yes! You must be very proud.

L:Certainly. And after thatthe Olympics will be held in London.They have already started planning for it. A new village for the athletes andall the stadiums will be built to the east of London. New medals will be designed of course and …

P: Did you say medals? So even the olivewreath has been replaced. Oh dear!Do you compete for prize money too?

L: No, we don’t. It’s still all about beingable to run faster, jump higher and throw further. That’s the motto of the OLympics, you know—“Swifter, Higher and Stronger.”

P:Well, that’s good news.How interesting! Thank you so much for your time.

Vocabulary

1.Greecen. 希腊 Greek adj. 希腊(人)的;希腊语的;n.希腊人;希腊语

2. magical adj. 魔术的;有魔力的

3. present-day adj. = modern目前的; 现代的

4. volunteer n. a person who does somethingwithout being paid 志愿者

5. ancient adj. very old; living in oldtimes 古代的;古老的

6. homeland n. motherland 祖国;本国

7. hold v. host 举办;主持

8. a set of 一套;一组 a setof stamps 一套邮票

9. regular adj. 规则的;定期的 regularly adv. 定期地irregular adj. 不规则的;不定期的

10. basis n. (pl bases) 基础;根据on a regular basis 按照常规

11. athlete n. 运动员;运动选手 athletics n. (pl) 体育运动;竞技

12. agreed standard 规定标准;资格

13. admit v. to allow sb. to be a member ofan organization 容许;承认;接纳

be admitted as … 被允许成为…

14. compete v. 比赛;竞争 compete in 在…比赛;参与…竞争 compete for 为…而比赛

competitor n. 竞争者 competition n. 比赛;竞争 competitive adj. 竞赛性的

15. slave n. 奴隶 slaveowner 奴隶主 slavery n. 奴隶制

16. nowadays adv. = at present 现今;现在

17. gymnastics n. (pl) 体操;体能训练

18. gymnasium n. = gym 体育馆;健身房

19. stadium n. (pl stadiums or stadia) 露天大型体育场

20. a reception building = a building usedfor receiving guests 接待大楼 a reception room 接待室

21. as well = too 也;又

22. host v. = organize an event 做东;主办;招待

23. responsibility n. 责任;职责 responsible adj. 负责任的;有责任心的

24. medal n. 奖章;奖牌

25. olive n. 橄榄树;橄榄叶

26. wreath n. 花冠;花圈

27. replace v. take the place of 取代;替换;代替

28. motto n. 格言;座右铭

29. swift adj. fast 快的;迅速的

Sentencestructure

1. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

划线部分是Li Yan的同位语，用来补充说明Li Yan的情况。也可以将其转化为非限制性定语从句 who is a volunteer for the 2008 Olympic Games. 反之也然。如，Pausanias, who was a Greek writer about 2,000 yearsago, has come on a magical journey on March 18th, 2007 to findout about the present-day Olympic Games. 可以将who was去掉，把非限制性定语从句改为同位语。

2. I live in what you call “Ancient Greece” and I used to write about the Olympic Games a long timeago. 我生活在你们叫“古希腊”的地方。我很久以前是写奥运报到的。

划线部分是宾语从句，作介词in的宾语。

3. That’s why they’re called the WinterOlympics. 这就是它们为什么被叫作冬奥会的原因。

划线部分是表语从句，前面is是系动词。

4. It’s in the Summer Olympics that youhave the running races, together with swimming, sailing and all the teamsports. 就是在夏季奥运会上你才会看到跑步比赛，游泳，帆船和其它集体项目。划线部分是强调句。结构是 It is/ was +被强调部分+that+其余部分。被强调部分是表示人的名词也可以用who来代替that。如，The building was built 100 years ago. 强调主语 It was the building that was built 100 years ago. 强调时间状语 It was 100 years ago that the building was built.

5. Our Greek cities used to compete againsteach other just for the honour of winning. 在我们希腊，城市之间过去经常为荣誉而比赛。

used to do sth. 过去常常做某事。beused to do sth. 被用来做某事。be used to doing sth.习惯于做某事。

6. No other countries could join in, norcould slaves or women! 其它国家不能参加，奴隶和妇女也不能!

划线部分是倒装句，表示前面否定的情况也适合后面。结构是nor/neither+be/助动词/情态动词+主语。肯定句用so引导。

7. There’s as much competition among countries tohost the Olympics as to win Olympic medals. 国与国之间争取奥运会承办权的竞争就跟争夺奥运奖牌一样激烈。

as +形容词或副词原级+ as或者as + much/many +名词+as 是同级比较的句型，意思是“和…一样的”

如，He ate as much rice as I did. It’s generally believed that teaching is asmuch an art as it is a science. 人们普遍认为教学既是一门科学，也是一门艺术。I have as many friends as my brother does.

Reflection:

Thispart is to make it convenient for the students to complete the learning planwith the help of vocabulary and structure, especially to the common cla

课后习题

Homework

Why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices and then write a passage.

高中英语 Unit4 全单元教案必修三 篇5

常熟外国语学校

潘新娜

教材：苏教版《<现代散文选读>》读本》

【教学目标】

1.品味诗化的语言表达，掌握散文羚羊挂角的技法运用，充分体会写景散文语言蕴藏的深情。

2.关注“这一位”作者的“这一篇”散文，形成对余光中作品的独特情感认知。【教学重难点】

1.重点：把握文章写作顺序和语言诗化的特征，掌握散文羚羊挂角的技法运用；2.难点：在“乡愁”“思乡”的主题质疑与“矛盾对立”“多元发展”的探究活动中体会余光中先生蕴藏的深情。【课前预习】

1.通读余光中散文作品《沙田山居》并请写下初读文章的感受；

2.结合《回顾琅嬛山已远——联合岁月追忆》一文了解文章背景，提出自己的疑问； 3.尝试选择一个喜欢的段落把它改编成绝句或律诗。【教学过程设计】

一、主题质疑：

1.现场初读质疑的交流，引出“乡愁”是否等同于“思乡”的主题质疑 2.细节的把握（不同版本中标点之比）：

“那便是大陆的莽莽苍苍了。”《现代散文选读》读本 “那便是，大陆的莽莽苍苍了。”《青青边愁》（国际文化出版社）3.字句的出入（不同版本中字句之比）：

海潮与风声，即使撼天震地，也不过为无边的静加注荒情与野趣罢了。最令人心动而神往的，却是人为的骚音。——《青青边愁》（国际文化出版社）

海潮与风声，即使撼天震地，也不过为无边的静加注荒情与野趣罢了。——苏教版《现代散文选读》读本

4.小结：散文可以偏重于写风景，但必须有思想。风景是人欣赏的，你写风景、写山水，如果不寄寓自己的感情，那有什么意思呢？画家的山水画画得好，是因为他心中有山水，画的是自己心中的山水。如果心中没有山水，没有自己的感情，是不可能画好的。写散文也是一样。——丁玲《漫谈散文》

二、谋篇布局：

1.把握写作顺序：从沙田山居的外围——山居的生活感受——联想山外生活 2.体悟诗化语言：只有“我”出现的压缩版短文与余光中的“这一篇”比较

我所期待的散文，应该有声，有色，有光；应该有木箫的甜味，釜形大铜鼓的骚响，有旋转自像虹一样的光谱，而明灭闪烁于字里行间的，应该有一种奇幻的光。一位出色的散文家，当他的思想与文字相遇，每如盐撒于烛，会喷出七色的火花。——余光中《<左手的缪斯>后记》

3.现场诗歌写作与交流：（师生互动））4.辩论：是否是文词卖弄？

三、延伸探究： 1.余光中感叹：“台湾对我，是鼓励，是安慰。香港，却是陌生的挑战。”(《青青边愁•后记》)而到后来，总结自己在香港时期的生活时，余光中又说：“这十年是我一生里面最安全最自在的时期。回顾之下，发现这十年的作品，在自己的文学生命里占的比重也极大。” 2.另一面的余光中（徐学《余光中传》厦门大学出版社）

一位认真的学者、严格的教师、不苟的翻译家，写起字来，总是一笔一画方方正正；而 在腐儒和道学家眼中却是十足的浪子，不道德的文人。

一位喜欢开快车的诗人，喜欢一切高速的节奏，在诗歌中赞美飙车；同时也是瑜伽功的修持者，先后养过十多头小鹦鹉，并为之撰写食谱。

他酷嗜民族文化，自幼浸淫其中，发掘弘扬，终身不逾；而批评和剖析自己的民族和国人，比谁都坦白、锐利。

他是浪漫的，写缠绵悱恻的情诗，从不间断，对可爱的女性有用不完的柔情；他又是科学的，搜集古今中外的地图册，钻研大部头的天文书，对地球的画像、世界的脸谱、天象的分布、宇宙的流转十分专业。

他是平易的，民间的，有许多朗朗上口的童诗民谣为证；他又是深奥而神秘的，上知天文下知地理，时常有出神入化的创造。

他并非任何一个教派的信徒，但也不是一个理直气壮的无神论者。总是觉得神境可亲，喜欢瞻仰大教堂，看寺看庙，在那里琢磨一些灵魂的问题。

他喜好在家中静静欣赏地图、画册和唱片，他也更愿意用脚去丈量世界山川。亲人和朋友视之为诙谐的交谈者，他自称是女生宿舍的舍监……

四、作业布置

主题阅读：雅致的居所：余光中《沙田山居》、梁实秋《雅舍》、李乐薇《我的空中楼阁》 总结：谨以此课

献给，一切

因仓颉文发烫的唇

为方块字锐啸的血

以中文，最美丽的母语

高中英语 Unit4 全单元教案必修三 篇6

I．单元教学目标

技能目标 Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute && Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II． 目标语言

功

能

句

式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences && intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词

汇 1． 四会词汇

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

2． 认读词汇

Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten

3． 词组

be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb

语

法 4． 重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

重 点 句 子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese government. P25

2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26

3. You think that there may have been a mistake. P26

4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. P26

5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. P26

6. People from places like Spain, Italy or ... others closely and are more likely to touch them. P26

7. ... nodding the head shows agreement, while shaking

the head means that you do not agree, ... P30

Ⅲ． 教材分析和教材重组

1． 教材分析

本单元以Body Language--“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3． 课型设计与课时分配

1st period Speaking

2nd period Reading (I)

3rd period Reading（II）

4th period Language Study

5th period Listening

6th period Writing

Ⅳ． 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much Putting a hand on the stomach, patting or rubbing.

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shining face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here. Putting the left palm on the forefinger of the right hand.

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Talking

Get the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

T: All right, who’d like to describe or act out Lin Pei’s behavior?

S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)

S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)

S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)

S4: I couldn’t agree with you more! This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately. (Miming the action)

T: Good job. Now class, let’s try to think of a way to help her out, OK?

Ss: Yes, Sir.

Step Ⅵ Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.

Work in pairs

1. You fall and hurt your foot while you are hiking on a

lonely path. You need help, and see someone in the distance.

S1-You, S2-Passer-by

S1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)

S2: What do you want? I can’t hear you! (hand behind your ear)

S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)

S2: Why? I can’t understand you. (with a forefinger on the right side of the head)

S1: I hurt my foot when I fell. (pointing to your injured foot)

S2: All right. I am coming! (running)

Work in group of three

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

S1-You, S2-Passer-by, S3-Shopkeeper

S1: Can you help me please? I need some tea and some oranges. (smiling and leaning forward)

S2: Pardon? What do you need?

S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)

S2: Oh, this is tea. And some oranges, right?

S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)

S2: (Showing the way) This way, please.

S1: Thanks. (acting out the Chinese way to show thanks)

S2: Here you are.

(They are entering the grocery store.)

S3: Can I help you?

S2: He wants to buy some tea and oranges.

S3: No problem. (To S1) How much tea do you need? And how many oranges?

S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)

S3: Here you are.

S1: How much are they? ( drawing the sign of the US dollar-$)

S3: (Working on the calculator) $9 in all including taxes.

S1: Here is ten dollars. (handing the ten-dollar note)

S3: Here is the change.

S1: Thanks. (nodding your thanks) Bye!

Step Ⅶ Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

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